1. Collaboration With Classroom Teachers
School Library Media Research Studies...
Collaboration With Classroom Teachers
Presented by: Dana Robbins and Eileen Seligman
Thank you for alloting us the time to discuss the importance of the State Impact Studies and its correlation with an effective library media program. As you can see from the video, “school libraries are much more than books” (“School libraries work!,” 2008, p. 6). To show the impact and importance of school libraries, many studies have been done in the past. Today, we are going to highlight two important studies that illustrate the importance of fostering collaboration. The two studies we chose are: The Illinois Study: Powerful Libraries Make Powerful Learners (Lance, Rodney, and Hamilton-Pennell, 2005) and the Indiana Study: How Students, Principals, and Teachers Benefit from Strong School Libraries (Lance, Rodney, Russell, 2007).

2. SUMMARY OF THE RESEARCH...
Let’s discuss the summary of the research regarding collaboration between classroom teachers and these two important studies.

3. What are the authors of the studies trying to find out?
Illinois Study
Impact of school libraries on Illinois students’ test scores in a positive and statistically significant way.
To illustrate that Illinois findings are similar to studies from other states.
Librarian staff time spent on selected activities, like co-planning with teachers, equals increased student achievement.
Evidence to illustrate the importance of teaching information literacy to excel on tests and as lifelong learners, especially as a co-teaching effort with the librarian.
Indiana Study
Perception of the library media specialist’s role according to library media specialist, principal, and teacher and its impact on student achievement.
Impact on test scores regarding library media specialist’s value and collaborative efforts with teachers, specifically on the design and delivery of instruction, including providing resources and meeting frequently to plan.
Involvement of the library media specialist with the teachers and the impact on the information literacy document, “Correlation of the Library Information Literacy Standards with Indiana’s Academic Standards.”
The Illinois study collected data from 657 Illinois schools, grades K-12, during the fall of The data gathered was on hours of operation, activities of staff, collections, educational technology, expenditures, and usage. The indicators for analysis was 5th & 8th grade ISAT reading and writing scores; 11th grade PSAE reading scores; and 11th grade ACT scores (“The Illinois study fact sheet,” 2005). The Indiana study was really two studies in one. It involved replication of the original Colorado study and more than a dozen other states to measure specific characteristics of school library programs (Lance, Rodney, Russell, 2007). The second part of the study will be our focus since it deals with more qualitative issues like collaboration with the classroom teacher. Survey responses were collected in 2006 from 293 library media specialists, 99 principals, and 422 teachers regarding their perception of the influence of teaching literacy standards and qualitative issues impacting test scores (“School libraries work!,” 2008, p. 17). The study concentrated on understanding the relationship between the library media specialist, principal, and teacher.

4. What did they learn from their research? Main conclusions discussed.
Illinois Study
More collaborating and teaching librarians equals higher test scores at any grade level.
Increase of three to four percent over schools with less collaborative library staff.
Students that visit the library more frequently improve reading and writing scores.
Collaborative efforts teach information literacy skills that help students excel on tests and as lifelong learners.
From the chart above, you can see that true collaboration between library media specialists and classroom teachers impact testing scores. This is a snapshot of 11th grade ACT scores from the Illinois study. The study evaluated the typical weekly activities of a high school library media specialist which consisted of the following: three hours identifying materials for teachers, two hours planning with teachers, one hour motivating students to read, one hour teaching with teachers, almost an hour serving on school committees, and 30 minutes with library staff from another school or district (Lance, Rodney, and Hamilton-Pennell, 2005). The study found that higher achievement is associated with more staff time spent on selected activities (like above) and higher usage of middle and high school libraries. The findings of this study support the belief that “...powerful libraries - and librarians - do, indeed, make powerful learners” (“The Illinois fact sheet,” 2005).
(Lance, Rodney, Hamilton-Pennell, and RSL Research Group, 2005)

5. What did they learn from their research? Main conclusions discussed.
Indiana Study
Across grade levels, better-performing schools had principals who valued collaboration between library media specialist and classroom teachers in the design and delivery of instruction.
At elementary level, teachers who reported initiating instructional collaboration believed that they taught information literacy standards better when they collaborated with library media specialists.
Frequency of collaboration (at least weekly or monthly) increased test results.
There is a positive relationship between school libraries and student achievement.
It is clear from the Indiana study that “...schools performed best where both principals and teachers perceived of the library media specialist as a reading motivator, teacher, instructional resources manager, in-service provider, and school leader (“School libraries work!,” 2008, p. 17). Perception is important to note about this study, along with the corresponding positive data that illustrates the impact of collaboration with the school librarian and classroom teacher on student achievement. “Teachers’ attitudes toward the school library and the LMS influence their use of the library and willingness to collaborate with the LMS” (Lance, Rodney, Russell, 2007, p. 7). As the library media specialist’s role changes and evolves, collaboration is the key to growing the school library program. “Collaboration is essential as library media specialists work with teachers to plan, conduct, and evaluate learning activities that incorporate information literacy” (AASL, “Information Power,” p. 50).
(Lance, Rodney, and Russell, 2007)

6. What were their recommendations as a result of their research?
Illinois Study
A high-quality school library, at any grade level, requires at least one librarian plus support staff.
Students should visit libraries to be taught by librarians and teachers working in collaboration for best results in student achievement.
Librarians as co-teachers are an integral part of instruction.
Libraries should be used as a classroom, study space, training facility, and research center to impact academic achievement.
For teachers
Meet with librarian often to collaborate how to infuse information literacy into curriculum.
Co-teach with librarian and take students to library often.
Collaborate on resources you are using in class and ask librarian to share some with you.
For community
Encourage parent volunteers to free up time for librarian to collaborate with teachers and students.
Advocate and support collaboration by viewing and funding resources for the library as an essential need for academic improvement.
The Illinois study found that it is through collaboration with classroom teachers that school librarians affect academic achievement (“The Illinois fact sheet,” 2005). Students benefit from utilizing the library; thus, an addition of support staff enables collaborative activities to take place while still balancing the daily activities of the library efficiently. This study echoes one of American Association of School Librarians’ (AASL) guidelines that the school library program builds collaborative partnerships for teaching 21st-century skills (“Empowering Learners,” 2009, p. 20).

7. What were their recommendations as a result of their research?
Indiana Study
Association for Indiana Media Educators (AIME) will assemble state and national educators and civil leaders to draft a vision incorporating collaboration as one of its mission-critical measures.
Based on sharing vision to stakeholders, AIME will promote incorporated vision across state to grow the capacity of both media specialists and the effectiveness of the media center.
Collaborate with library media specialists for better test results.
Promote results illustrating positive relationship between school libraries and student achievement.
“Effective collaboration with teachers helps to create a vibrant and engaged community of learners, strengthens the whole school program as well as the library media program, and develops support for the school library media program throughout the whole school.”
(AASL, “Information Power,” p. 51)
Again, we can find a positive relationship between collaboration and impact on student achievement. This study helped identify Indiana’s mission-critical measures in the school library media program (Lance, Rodney, Russell, 2007). A plan was implemented to improve the media center environment and educate all stakeholders throughout Indiana and beyond regarding the positive impact of school librarians and collaboration with classroom teachers.

8. ANALYSIS OF THE SOURCE...
Let’s discuss the analysis of the source regarding collaboration between classroom teachers.

9. How timely is this information? Are the authors credible?
Illinois Study
Conducted in Fall 2003 (11 years ago).
Once the research was analyzed, the study was published in 2005 (9 years ago).
The authors are Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell.
Credible and reliable study based on reputation of authors and endorsement by Illinois State Board of Education.
Authors are known to be respected researchers in the school library community.
Indiana Study
Surveys and data for the Indiana Study was gathered during the school year (9 years ago).
Published in 2007 (7 years ago).
The authors are Keith Curry Lance, Marcia J. Rodney, and Becky Russell.
Credible and reliable study based on reputation of authors.
Authors are known to be respected researchers in the school library community.
Leading author Lance has been instrumental since the original 1993 Colorado study of school library impact: “Since that first Colorado study a series of school library impact studies in other states have shown that greater teacher-LMS collaboration is one element of a strong library program that leads to higher student academic achievement.” (Lance, Rodney, and Russell, 2007)
While the Illinois study provides a wealth of information about how collaboration between library media specialists and other staff members positively benefit the learning of students, it is 11 years old! While the Indiana Study shows greater test scores when there was collaboration between teachers and the school library media specialists, that study also was conducted nine years ago. However, this does not change the reliability and important data that was discovered with both studies. Some of the background information regarding the authors illustrates the credibility and reliability of both studies. It is important for these studies to be acknowledged as past predictors of the importance of school libraries and collaborative efforts.
Background information about the authors:
Keith Curry Lance is a Ph. D. sociologist whose work has focused on school libraries and library organizations. He has written over two dozen reports with the focus on educational and social aspect of libraries. Marcia J. Rodney is the lead researcher at the RLS research group, which conducted the Illinois study. Christine Hamilton-Pennell is the founder and president of Growing Local Economies, Inc. This incorporation provides training, consultation, and research services for library audiences. Becky Russell joins Keith Curry Lance and Marcia J. Rodney to help write the Indiana study.

10. How reliable is the information? What bias is evident in the research?
Illinois Study
Endorsed by the Illinois State Board of Education.
Funded by the Illinois School Library Media Association.
Additional grant funding came from the 21st Century Information Fluency Project of the Illinois Mathematics & Science Academy (“The Illinois fact sheet,” 2005).
High-quality school library programs and academic achievement correlation took into account socio-economic factors and key school conditions to avoid bias.
Indiana Study
Conducted by the RLS Research Group.
Funded by AIME (Association for Indiana Media Educators), the Indiana Department of Education, and a grant from the Indiana State Library.
Valid and authoritative study since it was based on research design of original Colorado study and more than a dozen other states.
Bias is low considering findings take into account the influence of poverty and race/ethnicity, which otherwise obscure the impact of the school library program.

11. REFLECTION...
Let’s reflect regarding collaboration between classroom teachers.

12. Do the studies relate to anything else on this topic?
Yes!
Montgomery County Public Schools (MCPS), the 17th largest school district in the U.S. ( ), continues to support collaboration as an integral part of the library with the adherence to Common Core State Standards (CCSS), Curriculum 2.0, and MCPS’s very own local study (2010).
In 2009, AASL revised the mission of the school library program to illustrate the expanding role of the school librarian and creating a collaborative culture (“Empowering Learners,” 2009, p. 8).
AASL’s Learning and Teaching Principles of School Library Media Programs illustrates collaboration as a key component in an effective school library program, specifically Principles 3, 4, and 8 (“Information Power,” 1998, p. 58).
Other Studies agree!
Proof of increased reading test scores and the benefit of collaboration dates back to 1963 in a study by Garver.
In the original Colorado study (1993), students had increased reading scores when there was collaboration between the teacher and LMS in instructional planning or gathering of materials.
Since the Colorado Study was published, other states have conducted school library impact studies that demonstrated the importance of the teacher and LMS collaboration as a vital piece for a strong library program that leads to higher test scores.
Evidence keeps building that collaboration impacts student achievement!
Alaska, Pennsylvania, & Colorado (2000); Oregon & Texas (2001); Iowa (2002); New Mexico, Michigan, Florida, & Mississippi (2003); Maryland (2010) (Lance, Rodney, Russell, 2007, pp. 4-5).

13. How do the studies help shape your opinion of school library programs?
Illinois & Indiana Studies
Illustrates positive benefits of school libraries.
Depicts positive benefits of library media specialists on student achievement.
Emphasizes true collaboration between library media specialists and classroom teachers in a wide variety of activities.
Provides data as proof of the changing role of the school librarian and its importance in student academic achievement.
Stresses the importance of perception and the education regarding promoting the role of school library media special as a co-teacher.
Clipart source:

14. Illinois & Indiana Studies
Has it changed how you think about the value of school library media programs?
Illinois & Indiana Studies
Both studies show positive impact of school libraries and the importance of collaborative efforts by school librarians.
The value of the school library is illustrated with these library media research studies.
It is clear to us that an effective school library program needs to involve collaboration to impact student learning, information literacy skills, and student achievement.
Once again, thank you for the opportunity to speak about this important topic. We leave you with our last thought, which is to remember that these school library media research studies are important to review and to authenticate because of the spotlight it shines on all school library media programs. We must continue to highlight, to promote, and to advocate for effective school library media programs that portray collaboration between classroom teachers as a tool to impact student achievement.

15. References
American Association of School Librarians. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.
American Association of School Librarians. (2009). Empowering learners: Guidelines for 21st century school libraries. Chicago: American Library Association.
Bailey, G. C., & Paul, M. A. (2012). Report from the Field: Outcome Evaluation of the Library Media Program on Information Literacy Skills in Montgomery County Public Schools, Maryland. Teacher Librarian, 39(5),
Harold B. Lee Library Productions. (2010, July 15). New spice: Study like a scholar, scholar [Video file]. Retrieved from
Illinois School Library Media Association. (2009, August 13). Illinois study. Retrieved September 25, 2014, from Illinois School Library Media Association website:

16. References
The Illinois study fact sheet (Illinois School Library Media Association & J. Sharka, Comps.) [Pamphlet; PDF]. (2005). Retrieved from
Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2005). Powerful libraries make powerful learners: The Illinois study (Illinois School Library Media Association, Comp.) [PDF]. Retrieved from
Lance, K. C., Rodney, M. J., Hamilton-Pennell, C., & RSL Research Group. (2005, February). Powerful libraries make powerful learners [Microsoft PowerPoint]. Retrieved from
Lance, K. C., Rodney, M. J., & Russell, B. (2007). How students, teachers, and principals benefit from strong school libraries (Association for Indiana Media Educators, Comp.) [PDF]. Retrieved from students%2c+teachers%2c+and+principals+benefit%22

17. References
Research on Indiana school library media programs. (2007). Retrieved September 25, 2014, from Indiana Library Federation website: ncipals+benefit%22
School libraries impact studies. (2013). Retrieved September 28, 2014, from Library Research Service website:
School libraries work! (Scholastic, Comp.). (2008). Retrieved from